PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL …repository.upi.edu/45768/1/T_FIS_1708029_Title.pdf ·...
Transcript of PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL …repository.upi.edu/45768/1/T_FIS_1708029_Title.pdf ·...
PENERAPAN MODEL PEMBELAJARAN
KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA
UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA
TERKAIT KONSEP-KONSEP PADA MATERI
RANGKAIAN LISTRIK ARUS SEARAH
TESIS
Diajukan untuk memenuhi sebagian syarat untuk memperoleh gelar
Magister Pendidikan Fisika
Oleh:
Raudhah
NIM 1708029
PROGRAM STUDI PENDIDIKAN FISIKA
SEKOLAH PASCASARJANA
UNIVERSITAS PENDIDIKAN INDONESIA
2020
vi
PENERAPAN MODEL PEMBELAJARAN
KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA
UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA
TERKAIT KONSEP-KONSEP PADA MATERI
RANGKAIAN LISTRIK ARUS SEARAH
Oleh
Raudhah
S.Pd FKIP UNRI, 2009
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Magister Pendidikan (M.Pd.) pada Program Studi Pendidikan Fisika
© Raudhah 2020
Universitas Pendidikan Indonesia
Januari 2020
Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difotokopi, atau cara lainnya tanpa ijin dari penulis
ii
vii
viii
PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF
DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL
MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI
RANGKAIAN LISTRIK ARUS SEARAH
Raudhah
1708029
Pembimbing I: Prof. Dr. Andi Suhandi, M.Si.
Pembimbing II: Dr. Achmad Samsudin, M.Pd.
ABSTRAK
Penelitian ini bertujuan untuk mengidentifikasi efektivitas penerapan model Pembelajaran
Konseptual Interaktif/ ICI dengan strategi CM2RA (Contextual, Macroscopic, Microscopic
and Representations Analogy) dan tanpa strategi CM2RA dalam memperbaiki model
mental siswa. Metode penelitian yang digunakan adalah kuantitatif bentuk quasi
experiment dengan desain pretest and posttest control group. Subjek penelitian terdiri dari
61 siswa (16 laki-laki dan 45 perempuan) pada salah satu SMA di Provinsi Riau. Instrumen
penelitian yang digunakan adalah tes level pemahaman konsep berbentuk open ended
question terdiri dari 5 soal dimana pada setiap soal terdiri dari 3 pertanyaan. Analisis data
untuk menentukan kategori model mental siswa mengacu pada Kurnaz & Eksi (2015), yang
terdiri dari dua respons berbentuk verbal dan satu respons berbentuk gambar. Hasil
penelitian menunjukkan persentase siswa yang mengalami perbaikan model mental
menjadi scientific melalui penerapan ICI dengan strategi CM2RA untuk konsep arus listrik
sebesar 77% (dari synthetic 57% dan initial 20%), gaya gerak listrik sebesar 77% (dari
synthetic 10% dan initial 67%), hambatan listrik sebesar 57% dari initial, rangkaian seri
hambatan listrik sebesar 60% (dari synthetic 3% dan initial 57%) dan rangkaian paralel
hambatan listrik sebesar 63% (dari synthetic 3% dan initial 60%). Sedangkan Penerapan
ICI tanpa strategi CM2RA untuk konsep arus listrik sebesar 26% (dari synthetic 19,5% dan
initial 6,5%), gaya gerak listrik sebesar 10%, hambatan listrik sebesar 0%, rangkaian seri
hambatan listrik sebesar 13% dan rangkaian paralel hambatan listrik sebesar 23% yang
berasal initial. Dapat disimpulkan penerapan ICI dengan strategi CM2RA lebih efektif
dalam memperbaiki model mental siswa daripada penerapan ICI tanpa strategi CM2RA.
Kata Kunci: Pembelajaran konseptual interaktif (ICI), Strategi CM2RA, Model
mental
ix
THE IMPLEMENTATION OF INTERACTIVE CONCEPTUAL
INTRUCTION LEARNING MODEL WITH CM2RA STRATEGY TO
IMPROVE MENTAL MODELS OF SENIOR HIGH SCHOOL STUDENTS
RELATED TO THE CONCEPTS ON DIRECT CURRENT ELECTRICAL
CIRCUIT
Raudhah
1708029
Supervisor I: Prof. Dr. Andi Suhandi, M.Si.
Supervisor II: Dr. Achmad Samsudin, M.Pd.
ABSTRACT
The purpose of this study to identification the effectiveness of the implementation of ICI
(Interactive Conceptual Learning) models with CM2RA (Contextual, Macroscopic,
Microscopic and Representations Analogy) strategies and without CM2RA strategies in
improving students' mental models. The research method utilized a quantitative quasi-
experimental form with the pre-test and post-test control group design. The research subject
consisted of 61 students (16 male and 45 female) in one senior high schools in Riau
Province. The research instrument utilized a level understanding concept test in the form
of open-ended questions consisting of 5 questions in which each question consisted of 3
items. Data analysis to determine the category of students' mental models refer to Kurnaz
& Eksi (2015), which consists of two verbal responses and one image response. The results
showed the percentage of students who experienced an improvement in mental models
becoming scientific through the implementation of ICI with the CM2RA strategy for the
concept of electric current 77% (from synthetic 57% and initial 20%), electromotive force
77% (from synthetic 10% and initial 67 %), electrical resistance 57% from initial, electrical
resistance series circuit 60% (from synthetic 3% and initial 57%) and electrical resistance
parallel circuit 63% (from synthetic 3% and initial 60%). Whereas ICI implementation
without CM2RA strategy for the concept of electric current 26% (from synthetic 19.5%
and initial 6.5%), electromotive force 10%, electrical resistance 0%, electrical resistance
series circuit 13% and electrical resistance parallel circuit 23% originating initial. It can be
concluded that the implementation of ICI with the CM2RA strategy is more effective in
improving students' mental models than the implementation of ICI without the CM2RA
strategy.
Keyword: Interactive conceptual instruction (ICI), CM2RA strategy, Mental models
x
DAFTAR ISI
PERNYATAAN .................................................................................................... iv
UCAPAN TERIMA KASIH ................................................................................ v
KATAPENGANTAR .......................................................................................... vii
ABSTRAK .......................................................................................................... viii
ABSTRACT .......................................................................................................... ix
DAFTAR ISI .......................................................................................................... x
DAFTAR TABEL .............................................................................................. xiii
DAFTAR GAMBAR .......................................................................................... xvi
DAFTAR LAMPIRAN .................................................................................... xviii
BAB I PENDAHULUAN ...................................................................................... 1
1.1 Latar Belakang Penelitian .................................................................. 1
1.2 Rumusan Masalah .............................................................................. 8
1.3 Tujuan Penelitian ............................................................................... 8
1.4 Manfaat Penelitian ............................................................................. 9
1.5 Variabel Penelitian ............................................................................. 9
1.6 Definisi Operasional .......................................................................... 9
BAB II TINJAUAN PUSTAKA ......................................................................... 11
2.1 Model Pembelajaran Konseptual Interaktif ..................................... 11
2.1.1 Fokus Konsep (Conceptual Focus) ...................................... 11
2.1.2 Interaksi Kelas (Classroom Interaction) .............................. 11
2.1.3 Bahan Ajar Berbasis Penelitian
(Research-Based Materials) ................................................ 12
2.1.4 Penggunaan Teks (Use of Text) ........................................... 12
2.2 Strategi CM2RA ............................................................................... 15
2.3 Model Mikroskopik Dinamik .......................................................... 17
2.4 Analogi Mikroskopis Dinamik ........................................................ 18
2.5 Model Mental ................................................................................... 20
2.6 Kajian Materi Rangkaian Listrik Arus Searah ................................. 25
2.6.1 Arus listrik............................................................................ 25
2.6.2 Gaya gerak listrik dan Beda potensial Terminal .................. 28
xi
2.6.3 Hukum Ohm ......................................................................... 30
2.6.4 Rangkaian Hambatan Listrik ............................................... 32
2.7 Tahapan Aktivitas model Pembelajaran Konseptual Interaktif
dengan Strategi CM2RA dan Matriks Hubungan antara Tahapan
Model Pembelajaran Konseptual Interaktif dengan Model Mental
Siswa ................................................................................................ 38
2.8 Kerangka Pikir Penelitian ................................................................ 40
BAB III METODOLOGI PENELITIAN ......................................................... 43
3.1 Metode dan Desain Penelitian ......................................................... 43
3.2 Subyek Penelitian ............................................................................ 43
3.3 Prosedur Penelitian .......................................................................... 44
3.4 Instrumen Penelitian ........................................................................ 46
3.4.1 Instrumen Tes Level Pemahaman Konsep ........................... 46
3.4.2 Instrumen Tanggapan Sikap Siswa ...................................... 51
3.4.1 Lembar Observasi Keterlaksanaan Model Pembelajaran .... 52
3.5 Teknik Analisis Data Hasil Penelitian ............................................. 53
3.5.1 Analisis Efektivitas Penerapan Model Pembelajaran .......... 53
3.5.2 Analisis Data Hasil Observasi Keterlaksanaan Model
Pembelajaran ........................................................................ 54
3.5.3 Analisis Data Tanggapan Sikap Siswa terhadap Penerapan
Model Pembelajaran Konseptual Interaktif dengan Strategi
CM2RA ................................................................................. 55
BAB IV TEMUAN DAN PEMBAHASAN ....................................................... 56
4.1 Temuan ............................................................................................ 56
4.1.1 Efektivitas Penerapan Model Pembelajaran ........................ 56
4.1.2 Tanggapan Siswa pada Model ICI dengan
Strategi CM2RA ................................................................... 79
4.2 Pembahasan ..................................................................................... 80
4.2.1 Efektivitas Penerapan Model Pembelajaran ........................ 80
4.2.2 Tanggapan Siswa pada Model ICI dengan
Strategi CM2RA ................................................................... 85
xii
BAB V SIMPULAN, IMPLIKASI, DAN REKOMENDASI .......................... 87
5.1 Simpulan .......................................................................................... 87
5.2 Implikasi .......................................................................................... 87
5.3 Rekomendasi .................................................................................... 88
DAFTAR PUSTAKA .......................................................................................... 89
89
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
DAFTAR PUSTAKA
Arends, R. I. (2012). Learning to Teach Ninth Edition. New York: McGraw-Hill.
Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Jakarta: PT Bumi Aksara.
Brown, D. E. & Clement, J. (1989). Overcoming Misconceptions via Analogical
Reasoning: Abstract Transfer versus Explanatory Model. Construction.
Instructional Science, 18(4), 237-261.
Çalik, M. & Ayas, A. (2005). A Comparison of Level of Understanding of Eighth-
Grade Students and Science Student Teachers Related to Selected
Chemistry Concepts. Journal of Research in Science Teaching, 42(6), 638-
667.
Chittleborough, G. D. dkk. (2005). Students’ Perceptions of the Role of Models in
the Process of Science and in the Process of Learning. Research in Science
& Technological Education, 23(2), 195-212.
Chiu, M. H. & Lin, J. W. (2002). Using Multiple Analogies for Investigating Fourth
Graders’ Conceptual Change in Electricity. Chinese Journal of Research in
Science Education, 10(2), 109-134.
Coll, R.K. (2008). Chemistry Learners Preferred Mental Models for Chemical
Bonding. Journal of Turkish Science Education, 5(1), 22-47.
Corpuz, E. D. & Rebello, N. S. (2011). Investigating Students’ Mental Models and
Knowledge Construction of Microscopic Friction I. Implications for
Curriculum Design and Development. Physical Review Special Topics-
Physics Education Research, 7(2), 020102.
Corpuz, E. D. & Rebello, N. S. (2005). Introductory College Physics Students’
Explanations of Friction and Related Phenomena at the Microscopic Level.
In AIP Conference Proceedings (Vol. 790, No. 1, pp. 153-156). AIP.
Creswell, J.W. (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. United States of
America: Pearson.
Devung, G. S. (1988). Pengantar Ilmu administrasi dan Manajemen. Jakarta:
Depdikbud.
Duit, R. (1991). On the Role of Analogies and Metaphors in Learning Science.
Science Education, 75(6), 649-672.
Dupin, J. J. & Johsua, S. (1989). Analogies and “Modeling Analogies” in Teaching:
Some Examples in Basic Electricity. Science Education, 73(2), 207-224.
90
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
Genter, D. (2002). Psychology of Mental Models. Dalam N.J. Smelser & P.B. Bates
(Penyunting), International Encyclopedia of the Social and Behavioral
Science (hlm. 9683-9687). Amsterdam: Elsevier Science.
Gilbert, J. K. (2005). Mental Models: Theoritical Issues for Visualization in Science
Education. Journal Visualization in Science Education, 1(3), 43-60.
Glynn, S. M. (1991). Explaining Science Concepts: A Teaching with Analogies
Model. The Psychology of Learning Science, 219-240.
Greca, I. M. & Moreira, M. A. (1997). The Kinds of Mental Representations –
Models, Propositions and Images – Used By College Physics Students
Regarding the Concept of Field. International Journal of Science
Education, 19(6), 711-724.
Greca, I. M. & Moreira, M. A. (2000). Mental Models, Conceptual Models, and
Modelling. International Journal of Science Education, 22(1), 1-11.
Greca, I. M. & Moreira, M. A. (2002). Mental, Physical, and Mathematical Models
in the Teaching and Learning of Physics. Science Education, 86(1), 106-
121.
Hanke, U. & Huber, E. (2010). Acceptance of Model-Based Instruction among
Students in Spanish and Mathematics. Dalam J. M. Spector, dkk
(Penyunting), Learning and Instruction in the Digital Age (hlm. 225- 235).
New York: Springer Science Business Media.
Harrison, A. G. & Treagust, D. F. (1996). Secondary Students' Mental Models of
Atoms and Molecules: Implications for Teaching Chemistry. Science
Education, 80(5), 509-534.
Harrison, A. G. & Treagust, D. F. (2000). Learning about Atoms, Molecules, and
Chemical Bonds: A Case Study of Multiple‐Model Use in Grade 11
Chemistry. Science Education, 84(3), 352-381.
Hestenes, D. (1996). Modeling Methodology for Physics Teachers 2. Course
Objectives and Scope 3. Where Physics Teaching Fails : Evaluating
Instruction. International Conference on Undergraduate Physics
Education. Amsterdam: University of Amsterdam.
Hestenes, D. (2006). Notes for a Modeling Theory. In Proceedings of the 2006
GIREP Conference: Modeling in Physics and Physics Education (Vol. 31,
p. 27). Amsterdam: University of Amsterdam.
Hidayat, M. S. (1986). Administrasi, Supervisi, dan ketenagaan PLB. Jakarta:
Depdikbud.
89
91
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
Holyoak, K. J. (2012). Analogy and Relational Reasoning. The Oxford Handbook
of Thinking and Reasoning. New York: Oxford University Press.
James, M.C. & Scharmann, L.C. (2006). Using Analogies to Improve the Teaching
Performance of Preservice Teachers. Journal of Research in Science
Teaching, 44(4), 565-585.
Johan, H. dkk. (2018). Impact of Learning Earth Litosphere Using Interactive
Conceptual Instruction on Logic Thinking, Conceptual Understanding, and
Spiritual Aspect Embedding. Jurnal Pendidikan Fisika Indonesia, 14(1), 7-
17.
Johnstone, A. H. (2000). Teaching of Chemistry-Logical or Psychological?. Chem.
Educ. Res. Pract, 1(1), 9-15.
Kaboro, P. G. (2015). Enhancing Students' Self-Concept of Physics Concepts
through Analogy Teaching. Journal of Emerging Trends in Educational
Research and Policy Studies, 6(5), 337-346.
Kaptingei, P.K. (2017). Learner Metacognitif and Instruction an Interactive
Conceptual Approach in Newtonian Mechanics Instruction in Secondary
Schools. International Journal of Scientific & Engineering, 8(10), 535-539.
Khathanvy, H. & Yuenyong, C. (2009). The Grade Student’s Mental Model of
Force and Motion through Predict–Observe–Explain (POE) Strategy.
Thailand: Khon Kaen University.
Kurnaz, M. A. & Eksi, C. (2015). An Analysis of High School Students' Mental
Models of Solid Friction in Physics. Educational Sciences: Theory and
Practice, 15(3), 787-795.
Kurnaz, M. A. & Emen, A. Y. (2013). Mental Models of The High School Students
Related to The Contraction of Matter. International Journal of Educational
Research and Technology, 4(1), 01-05.
Laliyo, L. A. R. (2011). Model Mental Siswa dalam Memahami Perubahan Wujud
Zat. Jurnal Penelitian dan Pendidikan, 8(1), 1-12.
Lin, J. W. & Chiu, M. H. (2007). Exploring the Characteristics and Diverse Sources
of Students’ Mental Models of Acids and Bases. International Journal of
Science Education, 29(6), 771–803.
Maharaj-Sharma, R. & Sharma, A. (2015). Observations from Secondary School
Classrooms in Trinidad and Tobago: Science Teachers’ Use of Analogies.
Science Education International, 26(4), 557–572.
92
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
Malgieri, M. dkk. (2016). Improving the Connection between the Microscopic and
Macroscopic Approaches to Thermodynamics in High School. Physics
Education, 51(6), 065010.
Mansyur, J. (2010). Kajian Fenomenografi Aspek-Aspek Model Mental Subyek
Lintas Level Akademik dalam Problem Solving Konsep Dasar Mekanika.
(Disertasi). Sekolah Pascasarjana, Universitas Pendidikan Indonesia,
Bandung.
Meltzer, D. E. (2002). The Relationship between Mathematics Preparation and
Conceptual Learning Gains in Physics: A Possible “Hidden Variable” in
Diagnostic Pretest Scores. American Journal of Physics, 70(12), 1259-1268.
Moutinho, S., Moura, R., & Vasconcelos, C. (2017). Contributions of Model-Based
Learning to the Restructuring of Graduation Students’ Mental Models on
Natural Hazards. Eurasia Journal of Mathematics, Science and Technology
Education, 13(7), 3043-3068.
Mustaqim, M. (2015). “Pengaruh Diskusi terhadap Model Mental Mahasiswa pada
Fenomena Konduksi Panas”. Prosiding Pertemuan Ilmiah XXXIX HFI
Jateng & DIY, (0583-0823).
Oliver, K. & Hannafin, M. (2001). Developing and Refining Mental Models in
Open-Ended Learning Environments: A Case Study. Educational
Technology Research and Development, 49(4), 5-32.
Otero, V., Pollock, S., & Finkelstein, N. (2010). A Physics Department’s Role in
Preparing Physics Teachers: The Colorado Learning Assistant Model.
American Journal of Physics, 78(11), 1218-1224.
Özcan, Ö. & Bezen, S. (2016). Students’ Mental Models about the Relationship
between Force and Velocity Concepts. Journal of Baltic Science Education,
15(5), 630-641.
Özcan, Ö. (2011). What are the Students’ Mental Models about the “Spin” and
“Photon” Concepts in Modern Physics?. Procedia-Social and Behavioral
Sciences, 15, 1372-1375.
Özcan, Ö. (2013). Investigation of Mental Models of Turkish Pre-Service Physics
Students for the Concept of "Spin". Eurasian Journal of Educational
Research, 52, 21-36.
Parchmann, I. & Luecken, M. (2010). Context-Based Learning for Students and
Teachers: Professional Development by Participating in School Innovation
Projects. In Leibniz Institute for Science and Mathematics Education (IPN),
Kiel Paper presented at the International Seminar, Professional Reflections,
National Science Learning Centre, York.
93
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
Park, E. J. & Light, G. (2009). Identifying Atomic Structure as a Threshold
Concept: Student Mental Models and Troublesomeness. International
Journal of Science Education, 31(2), 233-258.
Park, E. J. dkk. (2009). Understanding Learning Progression in Student
Conceptualization of Atomic Structure by Variation Theory for Learning.
In Learning Progressions in Science (LeaPS) Conference. Iowa City, IA.
Patriot, E. A. (2017). Penerapan Pembelajaran Konseptual Interaktif dengan
Pendekatan Multirepresentasi untuk Meningkatkan Level Pemahaman dan
Meninggikan Capaian Keterampilan Komunikasi Ilmiah pada Materi
Usaha-Energi. (Tesis). Sekolah Pascasarjana, Universitas Pendidikan
Indonesia, Bandung.
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 36 Tahun 2018 tentang
Kurikulum 2013 SMA.
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 37 Tahun 2018 tentang
Kompetensi Inti dan Kompetensi Dasar.
Pfunt, H. & Duit, R. (2009). Bibliography: Students’ and Teachers’ Conceptions
and Science Education. Kiel IPN.
Pramesti, Y. S. & Setyowidodo, I. (2018). Students’ Mental Model in Electric
Current. Journal of Physics: Conference Series (Vol. 1013, No. 1, p.
012024). IOP Publishing.
Rahmaniar, Asri (2015). Penerapan Pendekatan Interactive Conceptual Instruction
pada Pembelajaran Fisika untuk Meningkatkan Pemahaman Konsep Usaha
dan Energi Siswa SMA. (Skripsi). FPMIPA, Universitas Pendidikan
Indonesia, Bandung.
Rankhumise, M. P., & Imenda, S. N. (2014). Using a Bicycle Analogy to Alleviate
Students’ Alternative Conceptions and Conceptual Difficulties in Electric
Circuits. Mediterranean Journal of Social Sciences, 5(15), 297.
Rapp, D. N. (2005). Mental Models: Theoretical Issues for Visualizations in
Science Education. In Visualization in Science Education (pp. 43-60).
Dordrecht: Springer.
Raved, L. & Assaraf, O.B.Z. (2011). Attitudes Toward Science Learning among
10th Grade Students: A qualitative Look. International Journal of Science
Education, 33(9), 1219-1243.
Richland, L. E. & Simms, N. (2015). Analogy, Higher Order Thinking, and
Education. Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177-
192.
94
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
Saglam-Arslan, A. & Devecioglu, Y. (2010). Student Teachers' Levels of
Understanding and Model of Understanding about Newton's Laws of
Motion. Asia-pacific Forum on Science Learning & Teaching 11(1), 1-20.
Samsudin, A. dkk. (2016). Investigating the Effectiveness of an Active Learning
Based-Interactive Conceptual Instruction (ALIBICI) on Electric Field
Concept. Asian-pacific Forum on Science Learning and Teaching, 17(1),
209-249.
Savinainen, A. & Scott, P. (2002). Using the Force Concept Inventory to Monitor
Student Learning and to Plan Teaching. Physics Education, 37(1), 53.
Savinainen, A. (2001). An Evaluation of Interactive Teaching Methods in
Mechanics: Using the FCI to Monitor Student Learning. Report Series of
Research in Mathematics and Science Education, 116-130.
Stavy, R. (2006). Using Analogy to Overcome Misconceptions about Conservation
of Matter, Journal of Teaching in Science Teaching, 28(4), 305-313.
Sudjana, N. (1995). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT.
Remaja Rosdakarya.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan Kombinasi (Mixed
Methods). Bandung: Alfabeta.
Suhandi, A. & Wibowo, F. C. (2012). Pendekatan Multirepresentasi dalam
Pembelajaran usaha energi dan Dampak Terhadap Pemahaman Konsep
Mahasiswa. Jurnal Pendidikan Fisika Indonesia. 8(1), 1-7.
Supriyatman. (2016). Pengembangan Program Perkuliahan Kelistrikan Dan
Kemagnetan Berbasis Pemecahan Masalah Untuk Memperbaiki Model
Mental Dan Meningkatkan Mental Modeling Ability Mahasiswa Calon
Guru Fisika. (Disertasi). SPs, Universitas Pendidikan Indonesia, Bandung.
Suryawati, E. & Osman, K. (2018). Contextual Learning: Innovative Approach
towards the Development of Students’ Scientific Attitude and Natural
Science Performance. Eurasia Journal of Mathematics, Science and
Technology Education, 14(1), 61-76.
Taher, M., Hamidah, I., & Suwarma, I. R. (2017). Profile of Students’ Mental
Model Change on Law Concepts Archimedes as Impact of Multi-
Representation Approach. In Journal of Physics: Conference Series (Vol.
895, No. 1, p. 012101). IOP Publishing.
Tiele, R. B. & Treagust, D. F. (1994). The Nature and Extend of Analogies in
Secondary Chemistry Textbooks. Instructional Science, 22(1), 61-74.
95
Raudhah, 2020 PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA TERKAIT KONSEP-KONSEP PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH Universitas Pendidikan Indonesia I repository.upi.edu I perpustakaan.upi.edu
Treagust, D., Harrison, A., & Venville, G. (1996). Using an Analogical Teaching
Approach to Engender Conceptual Change. International Journal of
Science Education, 18(2), 213-229.
Tregidgo, D. & Ratcliffe, M. (2000). The Use of Modelling for Improving Pupils'
Learning about Cells. School Science Review, 81(296), 53-59.
Ugur, G. dkk. (2012). The Effects of Analogy on Students' Understanding of Direct
Current Circuits and Attitudes towards Physics Lessons. European Journal
of Educational Research, 1(3), 211-223.
Veer, C. G. & Melguizo, M. (2003). Mental Models. Dalam J.A. Jacko & A. Sears
(Penyunting), The Humancomputer Interaction Handbook: Fundamentals,
Evolving Technologies and Emerging Applications (hlm. 52-80). Uitgever:
Lawrence Erlbaum & Associates.
Vosniadou, S. & Brewer, W. F. (1994). Mental Models of the Day/Night Cycle.
Cognitive Science, 18(1) 123-183.
Vosniadou, S. (1994). Capturing and Modelling the Process of Conceptual Change.
Learning and Instruction, 4(1), 45-69.
Wang, C. Y. & Barrow, L. H. (2011). Characteristics and Levels of Sophistication:
An Analysis of Chemistry Students’ Ability to think with Mental
Models. Research in Science Education, 41(4), 561-586.
Wang, C.Y. (2007). The Role of Mental-Modeling Ability, Content Knowledge and
Mental Models in General Chemistry Student’s Understanding about
Molecular Polari. (Dissertation). Graduate School of the University of
Missouri, Columbia.
Wilson, F.R., Pan, W. & Schumsky, D.A. (2012). Recalculation of the Critical
Values for Lawshe’s Content Validity Ratio. Measurement and Evaluation
in Counselling and Development, 45(3), 197-210.
Wittrock, M. C. & Alesandrini, K. (1990). Generation of Summaries and Analagiles
and Analytic and Holistic Abilities. American Educational Research
Journal, 27(3), 489-502.
Wong, D.E. (1993). Self-Generated Analogies as a Tool for Constructing and
Evaluating Explanations of Scientific Phenomena, Journal of Research in
Science Teaching, 30(4), 367-380.
Zaenuddin. (2018). Efek Penerapan Pembelajaran Konseptual Interaktif
Berbantuan Multimedia Visual Terhadap Model Mental Siswa SMA pada
Konsep Momentum dan Impuls. (Tesis). Sekolah Pascasarjana, Universitas
Pendidikan Indonesia, Bandung.
Zeitoun, H. H. (1984). Teaching Scientific Analogies: A Proposed Model. Research
in Science & Technological Education, 2(2), 107-125.